Understanding Emotions

Overview

Curriculum Area: Health & Well-being
Grade Level: 7th Grade
Duration: 120 minutes
Class Size: 30 Students
Focus: Relationship Choices
Standards Addressed:

• R–7.1 Analyze how thinking patterns influence feelings
• R–7.2 Analyze the need for short-term and long-term support for emotional concerns

Objectives

1. Understand Different Thinking Patterns: Students will identify and differentiate between positive and negative thinking patterns, such as positive thinking, all-or-nothing thinking, overgeneralization, and perfectionism.
2. Analyze Emotional Support Needs: Students will analyze when and how short-term and long-term support for emotional concerns is needed and who can provide this support.

Materials

• Whiteboard and markers
• Projector and screen
• Handouts on "Thinking Patterns" and "Types of Emotional Support"
• Worksheets for group activities
• Cut-out cards with scenarios for role-playing
• Colourful sticky notes

Introduction (20 minutes)

1. Warm-up Activity:
   Begin with a quick brainstorming session on emotions. Ask students to share words that describe emotions they feel or see every day. Write these on the board.

2. Discussion:
   Introduce the concept of "thinking patterns" and how they can impact our emotions. Provide examples of positive thinking ("I can try my best") vs negative thinking ("I never do anything right").

Part I: Thinking Patterns (30 minutes)

1. Lecture & Discussion (10 minutes):
   Explain various thinking patterns:

   • Positive Thinking: Seeing the good in situations.
   • All-or-Nothing Thinking: Viewing situations in absolute terms.
   • Overgeneralization: Making broad assumptions based on one event.
   • Perfectionism: Striving for flawlessness and setting high standards.

2. Group Activity (20 minutes):
   Divide students into groups of 5. Provide each group with a set of scenario cards. Instruct them to identify which thinking pattern is being used in each scenario.

3. Class Sharing (5 minutes):
   Have each group share one scenario and their thoughts on the thinking pattern with the class.

Part II: Emotional Support (30 minutes)

1. Lecture & Discussion (10 minutes):
   Explain the difference between short-term and long-term support for emotional concerns. Discuss who can provide support—family, friends, school counsellors, or mental health professionals.

2. Role-Playing Activity (20 minutes):
   Provide groups with different "emotional concern" scenarios. Each group will develop a short role-play demonstrating how to seek short-term and long-term support.

3. Group Presentations (10 minutes):
   Each group presents their role-play to the class.

Break (10 minutes)

Allow students to stretch and refresh.

Part III: Personal Reflection & Plan (30 minutes)

1. Journaling Activity (15 minutes):
   Ask students to take out their journals. On a new page, write about a time they experienced a strong emotion. Reflect on what thinking pattern they used and whether they sought emotional support.

2. Creating a Support Plan (15 minutes): Provide a worksheet where students can map out a personal emotional support plan that outlines:

   • An everyday emotion they commonly feel
   • A positive thinking pattern to apply
   • Resources and people they can reach for the support (both short-term and long-term)

Closing (10 minutes)

1. Sharing & Wrap-up:
   Invite a few volunteers to share parts of their support plan. Summarize the key takeaways from the lesson on the board.

2. Exit Ticket:
   Ask students to write on a sticky note one new thing they learned about thinking patterns or emotional support and post it on the classroom exit door.

Assessment

• Participation in group activities and discussions.
• Completion of the personal reflection journal entry.
• Development of a support plan worksheet.

Extensions

• Home Assignment: Write a letter to a friend explaining thinking patterns and suggesting healthy emotional support strategies.
• Family Connection: Discuss with a family member about whom they seek support from in various situations.

By the end of this lesson, students will have a better understanding of how their thought processes affect their feelings and how to effectively seek support when needed, aligning with the California Education Standards for Health at the 7th-grade level.